Individual

At any point during the class, the instructor can pause to have the learners answer questions anonymously. This can be followed by a chance to compare their answers before repolling to see if there was a change in responses.

Learners are asked to summarize a given topic within the constraints of a single, informative, and grammatically correct sentence. To do so, students identify the important answers to the questions who, what, where, when, why, and how and then condense this information into one sentence for easier recall.

To identify what learners see as significant learning, an instructor stops class a few minutes early and asks learners to respond briefly to some variation on the following two questions: “What was the most important thing you learned during this class?” and “What important questions remain unanswered?” while students record their answers.

Questions, sample work, statements, or short cases are hung on the walls around the room, and learners are asked to actively engage as they walk through the classroom to share ideas, respond to meaningful questions, or engage with documents, images, artwork, etc.

In a limited amount of time, students complete an empty or partially completed outline of an in-class presentation or homework assignment to test their recall of the materials. When finished, students can compare answers.

Students are given a grid containing two or three superordinate concepts they’ve been studying, along with a scrambled list of subordinate items. Students/learners sort the subordinate terms into the correct categories quickly.

Students write down one possible real-world application for a concept they are learning in class. After class, read through the cards for accuracy, practicality, and creativity. Sort into piles, and pick out a broad range of examples that are strong and share with the class.